An Exploration Of English Vocabulary Learning Strategies For Junior High School Students

In the past 10 years,the research objects of vocabulary learning have mainly focused on college students.Comparatively speaking,junior high school students have far less knowledge about vocabulary learning strategies.In addition,the exploration of English vocabulary strategies and their implementation in middle school teaching are also huge challenges faced by many English teachers in the process of new curriculum reform.Throughout the three years of junior high school learning,junior high school students must master at least about 1,600 words and about 300 phrases.The new curriculum standards give English teachers a greater historical mission and sense of responsibility,and require teachers to help students discover and apply effective learning strategies,thereby promoting middle school students to have a greater breakthrough in language learning.This enables junior high school students to have a certain improvement in their learning ability,laying a solid foundation for middle school students' lifelong learning.This inquiry is based on the research results of relevant scholars and experts,combined with my actual situation in daily teaching work.Because vocabulary learning is the biggest puzzle for middle school students in language learning,a series of questionnaireson the English vocabulary learning strategies of junior high school students were conducted by the author of the present research.The purpose is to understand the practical application of vocabulary learning strategies of junior high school students,so as to implement corresponding countermeasures pertinently and guide the teaching practice of middle school education.In this study,the author of the present researchtook the experimental class and parallel class he taught as the research object,and conducted the first questionnaire survey on the use of vocabulary learning strategies in the two classes.In order to ensure the accuracy of the data,the author of the present researchtreats the two classes differently,implements the teaching design of vocabulary learning strategies in the experimental class,and continues to implement the traditional vocabulary teaching mode in the parallel class.The experimental activity lasts about three months.The teaching content covers the vocabulary learned throughout the semester.Because thedecision-making strategy of English vocabulary learning is the core part of vocabulary learning strategy.Therefore,this study conducted a second questionnaire survey on the actual use of five vocabulary learning strategies in the vocabulary learning of 40 students in the experimental class.In the later stage of the experiment,the author of the study tested the vocabulary contents of two classes to timely detect the actual effect of students' vocabulary learning strategies.After analysis,the following conclusions are drawn: are there any differences in the use of vocabulary learning strategies between students with good English scores and students with poor English scores? If there are differences,what measures should be taken to continuously narrow the gap between them.SPSS software was used to analyze the data and found that junior middle school students used fewer memory strategies,cognitive strategies and metacognitive strategies in English vocabulary learning.And the average value of each variable quantum strategy is analyzed and compared,and it is found that the frequency order of each sub-strategy is :Guess > use dictionaryselect Note > Take notestry > Active Learning>Repeat>Code>Cooperation.This result indicates that in the process of learning English vocabulary by middle school students,the most commonly used vocabulary learning strategies use dictionary,guess and are followed by note taking strategy,experiment strategy,etc.,and repetition strategy and coding strategy are relatively rarely used,and the least used are a cooperative strategy.In terms of social strategies,teachers believe that junior high school students should communicate more with peers,discuss the use of vocabulary,participate in various group activities,and give themselves appropriate incentives and comfort to complete learning tasks according to their own strengths and weaknesses.They should also strengthen the application of social communication strategies with junior high school students.Finally,the author of the study puts forward some suggestions to junior middle school students and middle school English teachers based on the research conclusions.For example,middle school teachers should strive to create a good environment for students' vocabulary learning and strive for more opportunities to expand the input of students' vocabulary learning strategies.In English teaching,students' self-learning ability should be gradually cultivated in the light of vocabulary learning,so that they should attach importance to the process of vocabulary learning,actively mastervocabulary learning rules,pay attention to vocabulary learning methods,and form their own vocabulary learning strategies.Students and teachers should be confident and determined to explore vocabulary learning methods and strategies all the time.